# PENGARUH JADWAL PELAJARAN MATEMATIKA TERHADAPPRESTASI BELAJAR SISWA KELAS VII SEMESTER GENAP Pengaruh Jadwal Pelajaran Matematika terhadap Prestasi Belajar Siswa Kelas VII Semester Genap SMP Al-Islam 1 Surakarta Tahun Ajaran 2012/2013.

PENGARUH JADWAL PELAJARAN MATEMATIKA TERHADAP
PRESTASI BELAJAR SISWA KELAS VII SEMESTER GENAP
SMP AL-ISLAM 1 SURAKARTA
TAHUN AJARAN 2012/2013

NASKAH PUBLIKASI

Untuk Memenuhi Sebagian Persyaratan
Guna Mencapai Derajat Sarjana S-1

Program Pendidikan Matematika

Diajukan Oleh:

KIKI NUR CAHYATI
A 410 090 070

PROGRAM STUDI PENDIDIKAN MATEMATIKA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
2013

1

THE INFLUENCE OF MATHEMATICS LEARNING SCHEDULE TO
STUDENTS ACHIEVEMENT GRADE VII EVEN SEMESTER SMP ALISLAM 1 SURAKARTA FOR 2012/2013 ACADEMIC YEAR
By
Kiki Nur cahyati1 and Idris Harta2
1

Student of Muhammadiyah University of Surakarta, kikye_cahya@yahoo.com
2

Teaching Staff of UMS Surakarta, idrisharta@gmail.com

ABSTRACT
The purpose of this research is to know there any influence of
mathematics learning schedule to student’s achievement. The populations are all
students of grade VII of 2012/2013 academic year in SMP Al-Islam 1 Surakarta.
While the sample was taken as many as two classes, consist of VII G as class that
obtain a schedule of morning and VII H as class that obtain a schedule of
afternoon. The sampling technique used in this research is purposive sampling.

Data collection method used is documentation method. The technique of
prerequisite analysis by using the Barlett method to homogeneity test that is
continued by test analysis data that is analysis Chi Square. The result of this
research with 5% of significant level show that  2 obs= 6,379 >  2 table = 5,991
such that H0 is rejected, it means that there any influence of mathematics learning
schedule to student’s achievement.
Keyword: mathematics-learning schedule; student’s achievement

1. INTRODUCTION
Many of the problems now faced by the nation of Indonesia. One
of the nation's problems on how to improve the quality of education, which
is generally associated with high and low learning outcomes. Learning
outcomes is basically last achievement after learning. Learning outcomes
is often also referred to as the achievement can usually be measured by
giving tests to students.
One of the branches of science which plays an important role in
the life is mathematics. According to Uno (2007: 4) mathematics is the
science which is a tool thought, communication, tools to solve practical
problems, there are Unsure-element logic and intuition, analysis and
construction, generality and individuality, as well as aspired include

arithmetic, algebra , geometrid an analysis.
Also based on the provisions of Department of Education (1994:
1) the role of mathematics in the purpose of education is to prepare
students to be able to face the ever-evolving state changes through exercise
to act on the basis of critical thinking, rational and careful, and be able to
use mathematical thinking in both science and studying various in
everyday life.
In the implementation of the National Examination (UN) are held
every year, the UN continues to demonstrate Mathematics low absorptive
capacity. This is corroborated by Mohammad Nuh, Minister of Education
and Culture, which states that by 2012, the average value of only 7.74
while the UN purely for the academic year 2011, the average value
reached 7.88 UN. (Http://koran-jakarta.com)
Based on data from the Trends in International Mathematics and
Science Study (TIMSS) in 2011 showed that the average mathematics
achievement scores Indonesian junior level is still below the international
average. A study conducted by the International Association for the
Evaluation of Educational Achievement (IEA) Indonesia was ranked 38 of
42 countries for mathematics. Indonesian junior high students only get an
average value of 386 points for math scores. Whereas the world average is

500 points.
The factors that affect the process and learning outcomes among
internal and external factors. Among them is often the case in this problem
is the placement timetable. Often the class hours have not been

implemented by schools seem effective in particular, in mathematics
lessons.
According J.Biggers (1980) studied in the morning is more
effective than learning at other times. Lessons at the beginning of the
condition of the body is still fresh, still learning spirit high and the
concentration of students still focused on the subject matter so that the
learning process can be run well. This is because mathematics is a subject
that in understanding it requires high concentration. Slameto (2003: 68)
states at the end of the lesson students look exhausted condition, both
physically and spiritually, thinking reduced power, low enthusiasm for
learning and concentration are not fully focused on the lesson.
Based on existing problems, researchers interested in studying the
influence of mathematics timetable for class VII student achievement SMP
Al Islam Surakarta academic year 2012/2013.
This study is limited to issues that address factors that affect

student achievement is limited to math schedule. Formulation of the
problem in this research is "whether there is an influence of the schedule
math class VII student achievement SMP Al-Islam 1 Surakarta? '.
The objectives of this research is to determine whether or not the influence
of math class schedule on student achievement.

2. RESEARCH METHOD
This study includes quantitative research methods Ex post facto
research is intended to measure the effect of independent variables on the
dependent variable (Nana Sudjana and Ibrahim, 1989: 56). The
independent variable in this study is the schedule of lessons categorized
into morning and afternoon schedule. The dependent variable in this study
was student achievement.
The research was conducted in SMP Al-Islam 1 Surakarta is
located on the road Mr. Yamin No. Muh. 125, typhoid, Serengan,
Surakarta. The population in this study were all students of SMP Al-Islam
1 Surakarta which consists of eight classes with an average of 35 students
total. In this study samples were taken two classes of seventh grade class
to obtain G as a morning schedule and class VII H as a class schedule that
obtained afternoon.

The sampling technique used in this study was purposive
sampling technique in the sample which taking by adjusted on the research
objectives (Nana Sukmadinata, 2010: 254).
Data collection methods used are dokumentation method used to
determine a list of names, numbers and student absences and grades
timetable mathematics lesson in class VII in 2012/2013.
Techniques of data analysis using Chi Square analysis, which
previously performed the prerequisite test to test the homogeneity of the
test method Bartlell.
3. RESULTS AND DISCUSSION
In this research study mathematics student achievement data
obtained from the tests of daily tests semester. Based on sample data
obtained from G VII class consisting of 36 students earned the highest
score of 80, a low of 60 and range = 20. The data obtained are presented in
frequency distribution tables using Struges rules. The number of classes
derived from 1 + 3.3 log n, while the class interval obtained from the range
÷ many classes. So that the obtained results are much class 7 to class
interval is 3.
Table 1

Frequency Distribution of Morning Class Data Achievement

INTERVAL

Xi

f

presentase

60 – 62

61

8

22,22%

63 – 65

64

8

22,22%

66 – 68

67

0

0%

69 – 71

70

12

33,33%

72 – 74

73

0

0%

75 – 77

76

7

19,45%

78 – 80

79

1

2,78%

36

100%

TOTAL

Based on the data obtained that the highest achievement in the
interval 69-71 and the lowest frequency at intervals of 66-68 and 72-74.

The maximum score is 80 and the minimum score is 60 with an average of
68.08 and a standard deviation of 194.81.
Of the data samples obtained from H VII class consists of 35
students who obtained the highest score 75, the lowest value of 45 and
range = 30. The data obtained are presented with a frequency distribution

table using Struges rules. The number of classes derived from 1 + 3.3 log
n, while the class interval obtained from the range ÷ number of classes. So
obtained results with the number of grade 7 class interval is 5. Calculations
can be seen in the attachment.
Table 2
Frequency Distribution of Afternoon Class Data Achievement
INTERVAL

Xi

f

presentase

45 – 49

47

3

8,57%

50 – 54

52

2

5,71%

55 – 59

57

0

0%

60 – 64

62

14

40%

65 – 69

67

6

17,14%

70 – 74

72

9

25,71%

75 – 79

76

1

2,86%

35

100%

TOTAL

Of Table 2 shows that the highest achievement in the interval 6064 and the lowest frequency in the interval 55-59. The maximum score is
75 and the minimum is 45 with an average of 62.86 and a standard
deviation of
Based on the standard deviation of the class in the morning and
afternoon classes, student achievement can be grouped into categories of

high, medium, low. Criteria used to limit the group in the morning and
afternoon classes are as follows:

Table 3
Student’s Data Achievement Based On Criterion
Learning Achievement of Criterion

Learning
Scheduled

Low

%

Medium

%

High

%

Morning

8

22,22%

8

22,22%

20

55,55%

Afternoon

20

57,14%

5

14,29%

10

28,57%

From table 3 the gain obtained in class lessons morning schedule
has a high level of academic achievement as many as 20 students,
academic achievement are as many as 8 students and low learning
achievement by 8 students. In the classroom during the lesson schedule
obtained has a high level of academic achievement as many as 10 students,
academic achievement are as many as 5 students and low learning
achievement by 10 students.
Table 4
The Result of Analysis of Homogenates Test
Factor

 2 calculate

 2 table

Decision

conclusion

3,082

3,841

 2 calculate <  2 table

Homogen

Learning
scheduled
(morning &
afternoon)

From Table 4 above, with a significance level of 0.05 is obtained

 2 calculate value of 3.082, while the value of  2 table is 3,841. Thus, we can

conclude that  2 calculate <  2 table which means that the independent
variables have the same variance or analyzed data derived from a
homogeneous population variance.
After testing prerequisite analysis, and it was concluded that the
homogeneity test is met, then the hypothesis can be tested. The analysis
used was a Chi Square analysis. From the calculated Chi Square analysis

 2 obtained summary as follows:

Table 5
The Result of Analysis Chi Square
Learning
Scheduled

Learning Achievement
Low

Medium

High

Pagi

9,63

11,16

15,21

Siang

9,37

10,85

14,79

Based on the results of Chi Square calculation can be known

magnitude (  2 obs) of 6.379. To determine  2 table is taken at 0.05
significance level. The amount of degrees of freedom (db) is obtained
through the formula db = (B-1) (K-1). Where B is the row and column K
is. So that the Chi Square table above have db = (2-1) (3-1) = 2, so db = 2.
Based db = 2 and a significance level of 0.05 at the Chi Square

table shows the value of 5.991. This shows that the value of  2 obs = 6.379
over  2 table = 5.991, so it can be concluded that there is significant

influence between mathematics timetable for mathematics achievement of
students

of

class

The steps are as follows:

VII

1

SMP

Al

Islam

Surakarta.

a. Hypotheses
H0 : No influence significant mathematics study schedule to students
learned achievement.
H1 : There is influence significant mathematics study schedule to
student learned achievement
b. Significant level ߙ = 0.05
c. Test Statistic

  
B

K

2

i 1 j 1

O

 E ij 

2

ij

E ij

Note:

 2 : value of Chi Square

݅

: many of happening watch because level ith, factor B (i = 1, 2, …,

݆

: many of happening watch because level jth, factor K (j = 1, 2, …,

B)

K)
O௜ ௝ : frequency of observation

E௜ ௝ : data frequency of expected

d. Calculate fo

Eij = ( nio × noj ) ÷ N
nio = row number ith
noj = column number jth
e. Degree of freedom (dk)
dk = (B − 1) (K − 1)
f. Decision Rule

Reject Ho if  2   2 (1-α); {(B−1)(K−1)} and the others is accepted.

(Sudjana, 2005: 279-280)

Success or failure of a learning process depends on the factors
that influence it. As these factors, among others, internal factors and
external factors. Internal factor is a factor that comes from the students
themselves, while external factors are factors related to the factors derived
from the environment.
Based on the results of the hypothesis test Chi Square

 2 obs =6.379>  2 table = 5.991, this means that the hypothesis stating that
there are significant math timetable for class VII student achievement SMP
Al-Islam 1 Surakarta with confidence level of 95% is acceptable.
The difference in the average achievement gain class lessons
morning schedule is greater than that obtained class timetable during
which 67.92> 62 indicates that the placement timetable may affect student
achievement.
According to J. Biggers (1980) studied in the morning is more
effective than learning other time. Lessons at the beginning of the
condition of the body is still fresh, still learning spirit high and the
concentration of students still focused on the subject matter so that the
learning process can be run well. This is because mathematics is a subject
that in understanding it requires high concentration.
In line with the statement (Ahmadi, 1975: 75) states for each
subject should look for the best time. This means placing the right time
enables students to follow the lessons well so as to obtain the maximum
comprehension and students can achieve the best possible learning
achievement.

4. CONCLUSION
Based on the analysis and discussion that has been described in
previous chapters with a significance level of 5%, it can be concluded that
the influence of mathematics learning schedule on student achievement
VII class 1 SMP AL-Islam Surakarta academic year 2012/2013.

5. BIBLIOGRAPHY
Depdikbud, 1994. Kurikulum Pendidikan Dasar Garis-garis Besar
Program Pengajaran Sekolah Lanjutan Tingkat Pertama. Jakarta:
Depdikbud.
Napitupulu, Ester L. 2012. “Prestasi Sains dan Matematika Indonesia
Menurun”.

(online),

(http://edukasi.kompas.com/read/2012/12/14/09005434, diakses tanggal 18
April 2013).
Muhibbin, Syah M. 2010. Psikologi Pendidikan dengan Pendekatan Baru.
Bandung: PT Remaja Rosdakarya.
Satri, Yudhistira. 2012. “Nilai Rata-rata UN SMP Merosot” (online),
(http://www.koran-jakarta.com/index.php/detail/view01/92373,

diakses

tanggal 18 April 2013).
Slameto, 2003. Belajar dan Faktor-Faktor yang Mempengaruhinya.
Jakarta: Rineka Cipta.
Sudjana, Nana dan Ibrahim, 1989. Penelitian dan Pendidikan. Bandung:
Sinar Baru.
Sukmadinata, Nana S. 2010. Metode Penelitian Pendidikan. Bandung: PT
Remaja Rosdakarya.